Canada has the good fortune to exist from “sea-t0-sea-to-sea”, so we benefit as a whole from the various types of geography, resources, settlements across a wide scale. Consider what it’s like, though, for a small country whose borders are surrounded by other countries. Geographically and resource-wise, they may be very similar, but because of differences in style of government, corruption, equality of the people, and other reasons, the living conditions in the two countries can be very different. One citizen of country A can live in comfortable wealth, while the citizen of country B only 20 kms away may live in extreme poverty.
Why can there be such differences between the living standards of citizens? That’s your question to find an answer to in today’s inquiry study.
I’d like you to organize yourselves into two groups, Group A and Group B.
- You can join a Breakout Room and plan together how to break up the study information.
- You can join a group (A or B) and decide to study individually and then later share together what you each discovered.
In either group, discover the following:
- Take notes and keep track of the websites or sources you were able to use information from. (They can be added to a Google Doc or written down)
- Group A: Study the difference between Botswana (a wealthy country) and Zimbabwe (a poor country)]
- Group B: Study the difference between Haiti (a poor country) and the Dominican Republic (a wealthy country)
- Search to understand the following for each country in your group:
- their government style and method of decision-making for the citizens
- where the government leaders in power sit on the political spectrum (L Center R)
- what resources in the country do they have to produce and sell/trade?
- what is the state of Rule of Law in their country – is society orderly, is it chaotic, is there great corruption?
- has each country’s wealth been much the same for a long time or has it changed within recent decades? Is there a cause of that change, if so?
- what is it like for citizens to live in each country – do they have homes to go to? some wealth? do they rely on social programs to provide for them? is there great poverty?
- Search to understand the following for each country in your group:
Send a note through Teams if you are stuck and need support!
Explanation of assignment – pdf handout and instructional video as overview
Possible Topics of Your Study Choice:
- Birth order and what it suggests about personality characteristics Macey
- Stockholm Syndrome development and studies on the Psychology of it Bre
- Gender identity and the potential (trend) of trying to raise a genderless child
- Parenting methods to use in trying to correct unwanted behaviours mostly established by nature, like anxiety issues
- Looking at the foster care system in Canada/Saskatchewan and the power-struggle between the province and Indigenous services
- A study of forced sterilizations in Canada’s history and in Sask in particular – lawsuits against Drs for this practice in Saskatoon even
- Studying the process of fertility treatment and its accessibility through Sask health coverage
- Studying the process, costs, and occurrences of young people freezing their eggs to secure future pregnancies or egg donations
- Marijuana use by teens has been linked as a potential trigger to significant mental health problems – what do recent studies conclude? (The Downside of High documentary – David Suzuki) Ayslee
- Studying adult attachment types and impacts on relationships
- Social pressures specific to young women, based on behaviours, appearance, and personality (Miss Representation documentary)
- Looking at the impact of Social Media on young people – influences, dangerous trends etc (The Social Dilemna documentary) Lexi
- Influence of father figures – how having one in development years supports healthy relationships or the absence of one affects future relationships (What Dads are For documentary) Julia
- Psychological impacts after sexual violence or assaults as well as continued/expanded trauma after reporting it (Audry & Daisy documentary) Shannyn
- Study the evidence of brain genders – male and female brains. (Documentary linked with a familiar host to you!)
- Research the end-of-life experience in palliative care (people places in care and made comfortable until their inevitable death). Documentary link – End Game
- Study the effects of a person going into sensory deprivation for three days – no access to devices, time tracking, etc, that Psychologists believe leads to brain damage as a result. Documentary linked – Isolation
Some Gathered Resources for Initial Source Studies (Step 1)
- Miss Representation documentary – copy on YouTube (w Spanish subtitles)
- The Downside of High – CCTV website
- Audry & Daisy documentary – Netflix
- What Dads are For documentary
- Search Options in YouTube for Initial Sources
- You can filter your search in YouTube to look for longer videos on your topic of interest, which may bring up TV Episodes, Podcast recordings of interviews with knowledgable speakers, or Documentaries)
- Search Options in YouTube for Initial Sources
Additional Research (Step 2):
- You Can do a Google Search for Scholarly Journals on your topic; these usually show up at the top of a Google Search.
Examples below for: Gender Conditioning in Children
- Notice in the second image you can sort the articles by most recent or most relevant. You’ll also see highlighted in yellow some articles have been Cited more often by other publications. These are articles from Psychology or similarily-focused studied, so they’ll include many statistics, anecdotal examples, and supports for your Part 2 of your research. (You can click on these images to make them larger/more clear to read).
Step 3: Published Product Options (do this as your ELA B30 Multimedia Video Assignment?)
We’re trying to wrap up this unit to allow you time for Unit 3 and an Inquiry (Personal Interest) Project.
You decided on an exam Wednesday, Dec 2.
To confirm, the sections you’re responsible for from this unit include:
- 2.1 Heredity and Genetics
- 2.2 New Reproductive Technologies
- 2.2.1 Documentary – The Great Sperm Race
- 2.2.2 Assignment – Pregnancy Interview Project
- 2.3 Labour and Delivery
- 2.4 Assignment – Documentary Response (Business of Being Born)
- 2.5 Problems of Prenatal Development
- 2.8 Emotional Development (what we get through of it)
Supports for Reviewing:
- Review Handout: 2.11 Unit Two Review – 2020
This was revised to exclude the material we didn’t study. We’ll exclude parts of the last section that we don’t get through.
- Unit 2 Inkodo Waldner Notes (diagrams, notes, menstrual cycle)
Psych 30 Unit 2 – Prenatal Development – notes 202
- Remember you also have access to my Psych 30 Moodle course that includes images and videos in each section.
- Socrative Practice Quizzes for Review
Room Psych30 – question feedback given to explain correct answers
Room Psych301 – same but questions randomly ordered w feedback for correct answers
Good luck reviewing! Ask for help if you have questions!
Additional Visual Resources to Further Support your Review:
See if this goes as smoothly as last time!
Period 1: You’ll cover for someone.
Period 2: Psych 30
- Students will finish a writing assignment they started yesterday. They can run it through Grammarly (log-in and password on the whiteboard in the room) before sharing/submitting for marking.
- They can next look through their Interview Assignment – in their handouts. They’ll have to confirm who they are interviewing (a woman about her pregnancy experience or a local midwife) and individually read through the list of possible discussion topics in the handout.
- Develop at least 25 questions you’ll send to your Interview Participant, so they can preview them and determine if some questions they’d rather pass on.
- Share those questions with me via Google Docs – once I preview them, you can share them with your participant along with the Consent Form.
- Decide on a time and method for the interview – via online meeting, during or outside of class time soon, audio recorded for note taking, etc.
- Read through the assignment sheet to confirm what will be expected and evaluated.
- This will count as class 1 0f 4. Use your time as best you can!
Period 3: ELA B30
- These students have worked for two days planning formal debates from our Hamlet study.
- The ones working together in the classroom know to wear their masks in closer proximity. Others working from home will join in online Breakout Rooms to work with partners present in the classroom. This is class 3 – they should be well on their way to preparing for their debate. They could try debating each other on their topics – try to counter a claim one partner may make.
- They can also watch some YouTube videos on Debate Strategies. I’ll post some to the Teams Channel they can consider.
- One really helpful tool I’ve shared with them is a Debate Structure Planning website. It includes an ongoing virtual debate on whether Hamlet is mad; it’s open to public viewing. Individuals have developed For and Against Claims, included the supports for the individual claims as well as rebuttals to refute each.
After Lunch – please remember to sanitize the desks/tables before the next cohort comes into the room for the afternoon.
Period 4: Social 10
- First half of class – New Block of Current Events/Mapping. 1st of 3 30 minutes periods for it.
- That means they switch their current event focus – from Canada to global or vice versa.
- Second half of class – continuing to review for Unit test Friday. I will share with them a review video of the terms list they have and a practice Socrative quiz to help them test whether they understand the content like they may think they do.
- If you have any advice for them on how to answer multiple-choice questions, they may be new to this type of testing measure.
- This video covers some good test-taking strategies. It’s slow to listen to, but they could listen at their own pace if they watch it alone. It’s been shared to them in Teams.
- Socrative Quiz Room # is on the whiteboard in the classroom.
- There is also a Terms Review Pt 1 Video I recorded – it covers terms 1-14 of their Terms List if they want to follow along/take notes for review. It’s posted to them in Teams.
- They should continue reviewing till end of class.
Period 5: ELA 9
- Students responded anonymously to some Big Idea Questions about family conflicts. They needed time to develop a personal summary response at the bottom of pg 1.
- Then you can read through the During Viewing questions on pages 2-3 together. Make sure they understand the concepts of Dynamic Characters and Parallel storylines (explained in sub notes) before starting.
- The film is purchased on YouTube. You’ll have to switch accounts to the Kenaston ELA google account – instructions and screenshots with steps included on sub notes handout.
- It’s a wonderful film; hope you enjoy it! Can you write down what the time position is that you finish at. Buses will start being called at 3:20.
Cheers! I expect it should be a productive, but non-eventful, day!
One of the ways to really test your understanding of terms and concepts you learned about in a unit of study is to try to visually see how many of them are interconnected. It is about more than just understanding terms, but also understanding how those terms relate to each other. Concept mapping helps with this! You’ll be surprised by how much better you’ll see a bigger picture after trying this!
Here is the list of terms we’ve used and studied so far in Unit 1. These are the terms you’ll pull from in your practice concept map in reviewing for our upcoming exam.